Pengaruh penguasaan sintaksis, tingkat pengetahuan dongeng, dan minat baca terhadap pemahaman bacaan dalam BSE - Septianna Nurul Suryani (Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta, 2017)
Penelitian ini memiliki tujuan untuk mengetahui: (1) pengaruh penguasaan sintaksis, tingkat pengetahuan tentang teori dongeng, dan minat baca terhadap pemahaman bacaan dalam BSE; (2) hubungan antara penguasaan sintaksis dan pemahaman bacaan dongeng dalam BSE; (3) hubungan antara tingkat pengetahuan tentang teori dongeng dan pemahaman bacaan dongeng dalam BSE, dan (4) hubungan antara minat baca dan pemahaman bacaan dongeng dalam BSE. Penelitian ini merupakan penelitian ex post facto. Subjek penelitian adalah siswa kelas 5 SD Negeri se-Kabupaten Sleman. Sampel sebanyak 370 siswa yang ditentukan menggunakan teknik stratified cluster propotionate random sampling. Pengumpulan data menggunakan tes dan angket dengan model skala likert. Uji kualitas instrumen tes menggunakan Item Respon Theory (IRT) dengan program QUEST, dan instrumen angket dengan analisis faktor menggunakan program SPSS. Hasil analisis menunjukkan bahwa: (1) terdapat pengaruh yang signifikan secara bersama-sama variabel penguasaan sintaksis (X1), tingkat pengetahuan tentang teori dongeng (X2), dan minat baca (X3) terhadap pemahaman bacaan dongeng dalam BSE (Y); (2) terdapat hubungan yang signifikan antara variabel penguasaan sintaksis (X1) dan pemahaman bacaan dongeng dalam BSE (Y); (3) terdapat hubungan yang signifikan antara variabel tingkat pengetahuan tentang teori dongeng (X2) dan pemahaman bacaan dongeng dalam BSE (Y); dan (4) terdapat hubungan yang signifikan antara variabel minat baca (X3) dan pemahaman bacaan dongeng dalam BSE (Y). The effect of syntax mastery, knowledge of tale theory, and reading interest on the comprehension in school e-books AbstractThis research has four purposes. The four purposes include: (1) the effect of syntax mastery, knowledge of tale theory, and reading interest on the comprehension of the tales in school e-books; (2) the correlation between syntax mastery and the comprehension of tales in school e-books; (3) the correlation between knowledge of tale theory and the comprehension of tales in school e-books, and (4) the correlation between reading interest and comprehension of tales in school e-books. This research is an ex-post facto study. The subject was grade 5 students of state elementary schools in Sleman Regency. A sample of 370 students was established using stratified cluster propotionate random sampling technique. The data were collected using tests and questionnaires with the Likert scale model. The quality of the tests was validated by means of Item Response Theory (IRT) using the QUEST program, and the questionnaires were validated by means of the factor analysis using the SPSS program. The data analysis technique used in this research was multiple regression and followed by partial correlation. The result of the analysis shows that: (1) there is a significant effect of syntax mastery (X1), knowledge of tale theory (X2), and reading interest (X3) on the comprehension of tales in school e-books (Y); (2) there is a significant effect of syntax mastery (X1) on comprehension of tales in school e-books (Y); (3) there is a significant effect of knowledge of tale theory (X2) on comprehension of tales in school e-books (Y); and (4) there is a significant effect of reading interest (X3) on comprehension of tales in school e-books (Y).