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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar
Elfia Sukma
Universitas Negeri Padang, Kota Padang
Education Other

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LEARNING READING SKILLS: PROBLEMS AND SOLUTIONS Cicilia Ovavia; Elfia Sukma
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 3 (2021): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v10i3.8159

Abstract

Reading as a literacy activity is a key to advancing education. Learning to read becomes crucial at elementary schools in order to increase students' language skills which support other learning. Based on the results of interviews and observations, there was a problem that in learning Bahasa Indonesia at elementary schools, the students' reading skills were low because the teacher only used the lecture method and books as a guide for students in reading skills. As a result, students were lazy to read and to understand the information contained in the books. This study was conducted to find out problems teachers and students faced in reading lessons at elementary schools. This study used qualitative descriptive research involving grade III students of SDN 08 Mandeh. The informants were selected by using the snowball sampling technique. This study prioritized direct data from informants and observations made in the field. The object of this study was the students’ reading skills in learning Bahasa Indonesia at elementary schools. The data in the study were collected through observation, interviews, and documentation. Based on the data from observations, interviews, and documentation, the researchers obtained solutions to the problems found in reading skills. The solutions were using attractive learning media, appropriate learning models, choosing various reading materials, providing motivation and feedback, and encouragement from parents.
THE EFFECT OF DIRECTED READING THINKING ACTIVITY STRATEGY TOWARD INTENSIVE READING ABILITY OF ELEMENTARY SCHOOL STUDENTS Dolandari Misvaindra; Elfia Sukma
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 2 (2020): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v9i2.7880

Abstract

This research is motivated by the low ability of intensive reading of elementary school students because the implementation of intensive reading has not met the nature of intensive reading itself. The purpose of this study was to determine the effect of DRTA strategies on the intensive reading skills of elementary school students. This research was experimental in the form of a pre-test-post-test control group design. The results found that the testing of intensive reading skills in the control class and the experimental class in the pre-test was t count < t table, 0.796 < 0.281, so there was no difference in intensive reading skills in the control class and the experimental class in the pre-test which meant that there is no difference in the initial ability of students before being given action. The result showed that intensive reading skills in the control class and experimental class at the time of the post-test was t count > t table or 6.391> 2.642 so that there was a significant difference in the intensive reading ability of elementary school students between the control class and the experiment at the post-test. It was concluded that there was an influence of Directed, Reading, Thinking, Activity (DRTA) strategy on the intensive reading skills of elementary school students. The implication of this study is as teacher reference for improving the intensive reading skills of elementary school student.
Co-Authors Cicilia Ovavia Dolandari Misvaindra