PERBANDINGAN STRATEGI PEMBELAJARAN KNOW WANT TO KNOW-LEARNED (KWL) BERBANTUAN MEDIA BUKU CERITA BERGAMBAR DENGAN METODE BUNYI TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR - rahmawarti, nina; Wahyuni Andari, Kadek Dewi (LPPM Universitas Borneo Tarakan, 2021)
ABSTRAK Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan membaca permulaan dengan menerapkan Strategi Pembelajaran Know-Want To Know-Learned (KWL) Berbantuan Media Buku Cerita Bergambar Dengan Metode Bunyi. Jenis penelitian ialah eksperimen semu yang dilaksanakan pada semester ganjil TA 2019/2020. Dengan populasi siswa kelas II dan sampel yang terdiri dari dua kelas yaitu kelas II-B sebagai kelas eksperimen dan kelas II-A sebagai kelas kontrol. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan membaca permulaan dengan menerapkan Strategi Pembelajaran Know-Want To Know-Learned (KWL) berbantuan Media Buku Cerita Bergambar dengan Metode Bunyi. Hasil uji coba independent sample t-test pada kemampuan membaca permulaan diperoleh thitung = 2,216 pada taraf signifikansi 0,05 dan df = 54, diperoleh ttabel = 2,004 berarti thitung ttabel. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan kemampuan membaca permulaan dengan menerapkan strategi pembelajaran Know-Want To Know-Learned (KWL) berbantuan media buku cerita bergambar dengan metode bunyi di kelas II SDN 006 Tarakan. Kata Kunci: Membaca Permulaan, Media Buku Cerita Bergambar, Strategi Pembelajaran KWL ABSTRACT This study aimed to investigate if there was a difference in early reading ability between learners taught with the strategy of Know-Want To Know-Learned (KWL) which was assisted with Media Picture Story Book and those taught with sound method. This was a quasi-experimental research conducted in the 2019/2020 odd semester. The second grade students of SDN 006 Tarakan was the population of the study. The sample consisted of two classes, class II-B as the experimental group and class II-A as the control group. The results of independent sample t-test showed that the value of calculated t was 2.216, the significance level was 0.05, the df was 54, and the critical t was 2.004. it was known that the value of calculated t was greater than that of critical t. Thus, it was concluded that there was a difference in early reading ability between the second grade learners taught with the Know-Want To Know-Learned (KWL) learning method assisted with picture story book media and those taught with the sound method at the SDN 006 Tarakan. Keywords: Early Reading, Media Picture Story Book, KWL Learning Strategies