PENGARUH TINGKAT LITERASI BACA SISWA TERHADAP EFEKTIVITAS PEMBELAJARAN

The title of this study is the Effect of Student Reading Literacy Level on Learning Effectiveness (Survey on Introduction of Accounting Class X Accounting at SMK Negeri 3 bandung academic year 2021-2022). This research aims to (i) find out the level of student read literacy in Introduction of Accounting of class X Accounting at SMK Negeri 3 bandung (ii) to know the level of learning effectiveness Introduction of Accounting of class X Accounting at SMK Negeri 3 bandung (iii) knowing the magnitude of the influence of students' reading literacy levels on the effectiveness of learning in Introduction of Accounting of class X Accounting at SMK Negeri 3 bandung. In this study the authors used quantitative approach methods using survey research methods, with a population of 30. To seek influence, The data analysis used is a simple linear regression analysis using IBM SPSS Statistics Version 24.0,descriptive analysis ofreading literacy level with a weight of 37.97 and an average value of 3.80, and theeffectiveness of learning with a sum weight of 40.03 and an average value of 4.00, on a simple linear regression test there is a regression coefficient value obtained is 0.580, and the determination coefficient valueis obtained the number R (correlation coefficient) or the relationship number between variable X to variable Y of 0.557 or 55.7%. The amount of contribution made by the variable level of reading literacy can be seen from the number in R Square which is 0.310 which means that the level of reading literacy affects the effectiveness of learning by 31.0%. While the other 69.0% was influenced by other factors outside of the research conducted.

SIKAP RASA INGIN TAHU PADA AKTIVITAS MEMBACA MAHASISWA SELAMA PEMBELAJARAN DARING (Measurement of Curiosity in Student Reading Activity During Online Learning)

Pendidikan merupakan salah satu faktor penting yang memengaruhi kemajuan dan kualitas suatu bangsa. Oleh karena itu, pembelajaran pada masa pandemi Covid-19 harus tetap dilak-sanakan meskipun secara daring. Keberhasilan pembelajaran daring tak terlepas dari keterlibatan mahasiswa. Salah satunya ialah sikap rasa ingin tahu mahasiswa pada aktivitas membaca. Semakin tinggi rasa ingin tahu mahasiswa, semakin sering mahasiswa melakukan aktivitas membaca, begitu pula sebaliknya. Penelitian ini membahas rasa ingin tahu mahasiswa selama pembelajaran daring. Penelitian ini bertujuan untuk mengukur sikap rasa ingin tahu pada aktivitas membaca mahasiswa selama pembelajaran daring. Penelitian ini menggunakan pendekatan kuantitatif dengan subjek penelitian sebanyak 60 mahasiswa Program Studi Pendidikan Bahasa Indonesia, Universitas Jenderal Soedirman. Adapun proses pengumpulan data melalui survei kuesioner yang diperkuat dengan hasil wawancara. Kuesioner pengumpulan data dianalisis melalui expert judgement. Untuk analisis data yang digunakan adalah kuantitatif dan kualitatif berdasarkan skor pengisian angket survei kuesioner dan hasil wawancara. Hasil penelitian ini adalah sikap rasa ingin tahu mahasiswa pada aktivitas membaca selama pembelajaran daring memperoleh skor 69 dari sekor maksimal sebesar 90 dengan kategori tinggi yang ditandai melalui keaktifan, berpikir kritis, dan inisiatif. Education is one of the essential factors to improve the progress and quality of a nation so that during this COVID-19 pandemic, learning must be carried out even if it is brave. The success of bold education cannot be separated from the involvement of students, one of which is the curiosity of reading activities. The higher the student's curiosity, the more often they will do reading activities, and vice versa. This study aims to measure the attitude of curiosity in students' reading activities during bold learning. The approach used is quantitative research with a research subject of 60 students of the Indonesian Language Education Study Program, Jenderal Sudirman University. The process of collecting data through a survey was conducted with the results of interviews. Data collection questionnaires were analyzed through expert judgment. The data analysis used is quantitative and qualitative based on the scores of filling in the questionnaire survey questionnaires and interviews. The result of this study is that students' curiosity in reading activities during bold learning gets a score of 69 of maximum skor 90, with a high category which is characterized by activeness, critical thinking, and initiative.

The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia

Australia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.

Improving Student Reading Comprehension Through Cooperative Learning (Snowball Throwing) at Senior High School

Latar Belakang: Membaca merupakan salah satu keterampilan dasar dalam bahasa Inggris. Namun untuk melakukan kegiatan membaca juga harus memerlukan cara yang benar agar pembaca dapat memahami isi bacaan. Penelitian ini menggunakan metode lempar bola salju sebagai teknik pemahaman membaca. Teknik ini dilakukan secara berkelompok sehingga diperlukan kerjasama yang tinggi. Tujuan: Meningkatkan pemahaman membaca siswa dengan menggunakan pembelajaran kooperatif melalui permainan lempar bola salju. Desain penelitian ini berupa data kualitatif. Metode: Menggunakan metode pembelajaran kooperatif. Hasil: Hal ini menunjukkan bahwa metode pembelajaran kooperatif dengan permainan lempar bola salju dapat meningkatkan kemampuan membaca siswa dan juga memudahkan siswa dalam mengerjakan soal dan jawaban. Kesimpulan: Dalam metode pembelajaran kooperatif siswa diajarkan secara rinci dalam menganalisis bacaan tetapi dengan cara yang lebih mengasyikkan dan tidak terlalu didorong dalam buku. Dengan cara ini siswa akan merasa lebih bebas, tidak tertekan dan suasana belajar akan jauh lebih santai dan tidak membosankan sehingga siswa akan lebih mudah menyerap pembelajaran yang diberikan oleh peneliti.

Implementasi Pojok Baca untuk Meningkatkan Minat Baca Siswa MI Muhammadiyah Kartasura

This research aims to illustrate the implementation of the reading corner to increase the interest in reading the MI Muhammadiyah Kartasura students. The study uses a qualitative inductive approach. Data and collection techniques consist of primary data and secondary data obtained through observations, interviews, polls or questionnaires and documentation. Data validation uses the theory and techniques of the source triangulation and triangulation method. Data analysis uses interactive models including data collection, data reduction, data presentation and withdrawal of conclusions. Results from the study showed that. 1) The implementation of reading corners can increase student interest in the school environment with habituation, learning, development and school programs for students to read. 2) Student reading interest increases with a reading corner that encourages students to better appreciate their time reading books in the classroom reading corner. 3) The implementation of this reading corner is effective enough to increase the interest of reading students in the school environment and facilitate teachers to implement and relate lessons to create varied learning.

THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING

The purpose of this study was to the influence reading habits and reading strategies on students reading comprehension at junior high school 1 in the district Benai-Kuansing.There were three questions contained in this study.Firstly,Is there any significant influence of reading habit on students’ reading comprehension in junior high school 1 Benai.Secondly, Is there any significant influence of reading strategies on students’ reading comprehension in junior high school 1 Benai.Thirdly, Is there any significant influence of reading habit and reading strategies on students’ reading comprehension in junior high school 1 Benai.This study used quantitative explanatory research. The subjects in this study are 70 students of the second grade students. Data collection techniques in this study used questionnaires and tests. The questionnaires in this study related to students' reading habits and students' reading strategies, while the tests related to student reading comprehension. The data obtained were analyzed using descriptive statistics, classic assumption tests, multiple regression tests and hypothesis testing.The results of this study indicate that, student reading habits (X1) have significant results of 0,685. Student reading strategies (X2) have significant results of 0.379. And student reading comprehension (Y) has a significance result of 0.818. Therefore, the researcher concludes that there is a positive and significant contribution of student reading habits and student reading strategies on student reading comprehension. Keywords:Reading Habit, Reading Strategies, Reading Comprehension.

Improving Student Reading Comprehension Through Question and Answer Relationships

Reading comprehension is the ability to process text, understand the purpose of the text and integrate with what the reader knows. The ability of individuals to understand texts is influenced by their abilities and ability to process information. The method that researchers use in this study is the question and answer method in reading. So the teacher asks students to read a text, then after that the teacher holds a question and answer session in accordance with the reading text. The main research goals of the study is improving students reading comprehension skills with question and answer method. The implementation is doing in the classroom. After doing research with all 10th grade students, SMA Muhammadiyah 5 Jakarta. This question and answer method can make students become more diligent in reading and understanding every reading and questions given by the teacher, and for teachers, asked to provide more material and methods that can make students become more active and effective in each reading subjects. The result of is some students understand this method. And there are also students who do not like this method, but more students are successful and like this method.

IMPACT OF EXTENSIVE READING ON SOPHOMORE ENGLISH MAJORS’ READING COMPREHENSION DEVELOPMENT AT DALAT UNIVERSITY

This paper reports on an extensive reading program utilizing graded readers and the Moodle Reader for sophomore English majors at Dalat University. The main purpose of the study was to determine the impact of such a program on student reading abilities and to explore their attitudes toward the program. Data were collected from pretests, posttests, and questionnaires. Findings indicated that the extensive reading program was largely responsible for the higher mean gain on the posttest made by the experimental group, and that the majority of students expressed positive opinions toward the program. The paper concludes by putting forward some pedagogical implications on the implementation of such a program with English language students and lecturers in their courses of reading.

An Analysis of Students’ Reading Skill Using Electronic Book to Improve Students’ English Reading Literacy in Elementary School

This study was analyzed student reading skill using electronic book to improve students’ English literacy in elementary school. The subjects of the study were five articles are chosen from how the research to implement electronic book as a teaching tool to improve student reading skill. The data obtained was descriptive qualitative research. This research described the result of using e-book as a teaching tool in elementary school. The data in this study is taken from five articles that examine the use of e-book in elementary school. The result of the study showed that the interesting way to implement reading literacy for teacher in the classroom is using e-book. Electronic book can make students more interested in reading with many features. In addition, the effects of an e-book reading on the following aspects: 1) vocabulary increase, and 2) motivation and interest on reading.

Home Information and Communication Technology Use and Student Academic Performance: Encouraging Results for Uncertain Times

This study set out to examine the associations of certain information communication technology (ICT) factors in the home environment with academic performance. We employed existing data sets collated by Pearson Clinical Assessment in 2016 which included the WIAT-III A&NZ (Wechsler Individual Achievement Test - Australian and New Zealand Standardised, Third Edition) completed by 714 students aged between 4 and 18 years old, and the home environment questionnaire (HEQ) completed by the parents of those children. Sequential multiple regression models were used to analyze the complex interactions between home ICT factors and measures of student reading, writing, mathematical, and oral ability. The findings of this study indicate that after accounting for the known powerful predictors of household income and parental education: (a) a student’s access to an ICT rich home environment, (b) their aptitude in using home ICT, and (c) their recreational use of home ICT, are largely unrelated to academic performance. We observed some small positive correlations between academic performance and child ICT affinity, but also comparably sized negative associations with use of social media and educational TV viewing. Encouragingly, we propose that these findings suggest that increasing levels of ICT use and access in the home are unlikely to be detrimental to academic progress. These results provide important information for parents and educators given the impact of the Coronavirus global pandemic and the near world-wide adoption of ICT for home-schooling.