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Usman, Herlina
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Journal for Lesson and Learning Studies

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Improving Reading Comprehension Skills Through a Whole Language Approach in Fifth Grade Elementary School Students Aisyah, Siti; Usman, Herlina; Utami, Nidya Chandra Muji
Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i1.73673

Abstract

Reading comprehension skills are not always easy and quick for every student to master. It is still found that students and school conditions do not support reading activities, so students' reading comprehension skills do not develop optimally. Thus, an approach to learning that can improve students' reading comprehension skills is needed. This research aims to analyze the Whole Language Approach in improving reading comprehension skills for fifth-grade elementary school students. The research method for this research is to adopt the Kemmis and McTaggart action research model. The subjects of this research were 30 class V students. The data collection methods for this research are observation, interviews and tests. The data collection instruments for this research used questionnaire sheets and test questions. This data analysis technique uses two techniques: qualitative data analysis and descriptive static data analysis. The research results were that students' interpretative level reading comprehension skills only reached 48% at the beginning of the pretest. When implementing the whole language approach in cycle I, there was an increase of 78%. Moreover, It increased again until in cycle III, it became 83%. It is concluded that the whole language approach is one-way teachers can use to improve reading comprehension skills at the interpretative level. The implication of this research is that applying the Whole Language Approach can help students learn.
Co-Authors Adi Putra Alawiah, Tuti Alia Sopiatul Azkia amelia, childina rifka Angger Wardhani, Prayuningtyas Anjani, Parra Arifin Maksum Arita Marini Asta Mariyana, Nyoman Selvia Aviarizki, Hasna Wulan Dinayanti, Aulia Dulyapit, Apit Fadiyah, Ni'matul Fajri, Hardian Mei Fajrin, Epita Dewi Purnama Fanilasari, Rizma Gitasmara, Fanny Ramdhanissa Hasanah, Agist Herawati Ika Lestari, Ika Juniar, Vera Kaamilah, Sayyidah Kayla, Kayla Khairunnisa Putri, Adinda Lalita, Almira Chandra Lastri, Lastri Lestari, Hasanah Dewi Linda Zakiah Maharani, Reisha Ayu Mahmud Yunus Mahmud Yunus Marini Marwa, Neneng Widya Sopa Muliyati, Maey Nidya Chandra Muji Utami Nina Nurhasanah, Nina Nora Surmilasari, Nora NURLAELA NURLAELA Pratiwi, Ayu Diah Prayuningtyas Angger Wardhani Purnamatati, A. M. Mega Qodriani, Baina Rafiqa, Syarifa Rafiqa Rahmawati, Firda Robbyzess, Debima Jejen Junior Sakmal, Juhana Salim, Faisal Salma, Salma Annazhira Saputri, Devinna Andarini Sari, Yofita Sentryo, Izlan Shavira Nur Annisa Silaen, Linda Sinyanyuri, Sonya Sirait, Eunike Siregar, Yulia Elfrida Yanty Siti Aisyah Suhardiningsih, Vonny Sujino, Sujino Suntari, Yustia Utami, Adinda Desty Dian Wijaya, Heri Agus Yarmi, Gusti Yesi, Yesi Yosi Wulandari Yuli Rahmawati Yulianti, Maulida Rizka Yunianingsih, Elih Zakya, Auliana Laili Fajri