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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Basataka (JBT)
Kurniawati, Dinda
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Education Languange, Linguistic, Communication & Media Other

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PENGARUH PENDEKATAN PEMBELAJARAN MENDALAM DENGAN IMPLEMENTASI STRATEGI DIRECTED READING THINGKING ACTIVITY (DRTA) TERHADAP KETERAMPILAN MEMBACA PEMAHAMAN SISWA KELAS 6 SDN SUMBERREJO 2 SURABAYA Kurniawati, Dinda; Nadiya, Della Ikhsani; Putri, Elsa Al Fawzia Fatimah; Suyono, Ervy Wanda Wulandari; Sari, Erika Novita; Oktaviani, Rizka
Jurnal Basataka (JBT) Vol. 9 No. 1 (2026): Juni 2026
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/basataka.v9i1.1374

Abstract

Tujuan penelitianiini adalah untuk mengetahui pengaruh pendekatan pembelajaran mendalam dengan implementasi Direct Reading Thingking Activity (DRTA). Penelitian ini menggunakan metode kuantitatif dengan pendekatan eksperimen semu (quasi eksperimental). Pada penelitian ini menggunakan instrumen penelitian berupa pre test dan post test, angket, observasi, wawancara, dan dokumentasi. Data dianalisis melalui perangkat lunak SPSS, dengan menerapkan pengujiannhipotesis melalui uji paired sample t-test & correlation. Hasil analisis statistik uji paired sample t-test, diperoleh bahwa nilai signifikansi adalah 0,000 kurang dari 0,05. Untuk itu, keputusan dari analisis statistik adalah H0 ditolakpdan H1pditerima. Hasil penelitian ini dapat disimpulkan, bahwa ada pengaruh yang signifikan antara nilai pretest dan posttest sesudah perlakuan/pembelajaran DRTA dengan nilai rata-rata posttest lebih tinggi. Dengan kata lain pembelajaran DRTA berpengaruh terhadap hasil keterampilan membaca pemahaman.
STUDENT ENGAGEMENT DURING ENGLISH LEARNING ACTIVITIES BY USING SONG FOR ENGLISH YOUNG LEARNER AT SDN 01 TARATAK Miski, Cut Raudhatul; Ramadhani, Allya; Kurniawati, Dinda; Efrinalda, Dita; Muflih, Muhammad Naufal Hadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56453

Abstract

Student engagement is an important factor in achieving effective English learning outcomes, particularly for young learners. However, maintaining students’ attention and active participation in the classroom remains a challenge due to their limited attention span and varying levels of interest. One instructional strategy that can enhance engagement is the use of songs. This study aimed to describe student engagement during English learning activities by using songs for young learners at SDN 01 Taratak. The study employed a quantitative descriptive design involving 16 fifth-grade students as participants. Data were collected through an observation checklist adapted from Fredricks et al. (2004), which measured three dimensions of student engagement: behavioral, cognitive, and emotional engagement. The data were analyzed using descriptive statistics, including mean scores, percentages, and engagement categories. The findings revealed that students demonstrated a high level of engagement during song-based English learning activities. Behavioral engagement obtained a mean score of 18.00 and was categorized as very high, indicating active participation in classroom activities. Cognitive engagement obtained a mean score of 14.50 and was categorized as high, showing that students paid attention and attempted to understand the learning materials. Emotional engagement obtained a mean score of 18.00 and was categorized as very high, reflecting students’ enthusiasm and enjoyment during the lessons. The overall mean engagement score was 50.50, which indicates a very high level of student engagement. These findings suggest that songs can effectively promote behavioral, cognitive, and emotional engagement among young learners. Therefore, incorporating songs into English learning activities can create a more interactive, enjoyable, and engaging classroom environment.
Co-Authors Efrinalda, Dita Miski, Cut Raudhatul Muflih, Muhammad Naufal Hadi Nadiya, Della Ikhsani Oktaviani, Rizka Putri, Elsa Al Fawzia Fatimah Ramadhani, Allya Sari, Erika Novita Suyono, Ervy Wanda Wulandari