Hermiati, Maya Sri (2014) EFEKTIVITAS STRATEGI DIRECT READING THINKING ACTIVITY DALAM PEMBELAJARAN MEMBACA PEMAHAMAN BAHASA JEPANG :Penelitian Eksperimen Kuasi pada Siswa Kelas XI IPA 1 SMA Pasundan 3 Bandung:. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Salah satu dari keterampilan berbahasa yaitu membaca. Pembelajaran membaca terutama pembelajaran membaca bahasa Jepang merupakan pembelajaran yang cukup kompleks dan dianggap sulit oleh siswa karena siswa dituntut bukan hanya bisa membaca teks nya saja, melainkan harus memahami isi teks itu pula. Olehkarenaitu, banyakpengajarberusahauntukberinovasidalamsetiappembelajarannya.Telah banyak diketahui bahwa penerapan strategi membaca sangat berpengaruh terhadap tingkat pemahaman seseorang. Untuk itu dipilihlah strategi Direct Reading Thinking Activitydalam pembelajaran membaca pemahaman ini sebagai usaha untuk memperbaiki kurangnya kemampuan membaca pemahaman siswa, juga sebagai acuan bagi para pendidik khususnya pengajar sebagai inovasi untuk meningkatkan motivasi dan prestasi siswa dalam pembelajaran membaca bahasa Jepang.Penelitian ini menggunakan metode penelitian kuasieksperimen denganrancanganOne Group Pre-test and Post-test. Sampelpenelitianiniadalahsiswakelas XI IPA 1 SMA Pasundan 3 Bandung sebanyak 15 orang.Instrument yang digunakandalampenelitianiniberupatessebanyak 20 soaldanangketsebanyak 10 soal. Dari hasilanalisis data, diketahuinilaithitungsebesar 16, 8913. Nilaittabeluntukdb = 14 adalah2,14 untuksignifikansi 5% dan 2,98 untuksignifikansi 1%. Karenathitung>ttabelhalinimenunjukkanbahwatedapatperbedaan yang signifikanantarahasilpre-test dan post-test. DengandemikiandapatditarikkesimpulanbahwastrategiDirect Reading Thinking Activity efektifdalampembelajaranmembacapemahaman di SMA Pasundan 3 Bandung.Selainitu, darihasilangket, diketahuipembelajarmemberikantanggapan yang positifterhadappenggunaanstrategiDirect Reading Thinking Activity. One of the language skills is reading. The function of reading itself it is to be able to understand the reading text so that readers can receive information from the text. Readingabillity, especially in Japanese is a fairly complex learning because students are required not only to read his text, but must understand the content of that text too.Therefore, many teachers are trying to innovate in every learning. It has been widely known that the application of reading strategies greatly affect the person's level of understanding. The strategy chosen for the Direct Reading Thinking Activity in teaching reading comprehension as a lack of effort to improve students' reading comprehension ability,also as a reference for educators, especially teachers as innovation to boost students' motivation and achievement in learning to read Japanese. This study uses a quasi-experimental research design with one group pre-test and post-test. Samples were students of class XI IPA 1 SMA Pasundan3 Bandung as many as 15 people. The instrument used in this research is a test of 20 questions and the questionnaire were 10 questions. From the analysis of the data, known tcount at 16, 8913. ttable value for db = 14 is 2.14 for significance of 5% and 2.98 to 1% significance. Because tcount>ttable it shows that there are significant differences between the pre-test and post-test. Thus it can be concluded that the Direct Reading Thinking Activity strategy is effective in teaching reading comprehension in SMA Pasundan 3 Bandung. In addition, the results of the questionnaire, students are known to respond positively to the use of the Direct Reading Thinking Activity strategy.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No.Panggil : S JEP HER e-2014 |
| Uncontrolled Keywords: | strategiDirect Reading Thinking Activity., Pembelajaranmembacapemahaman |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Jepang |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 03 Mar 2015 05:34 |
| Last Modified: | 03 Mar 2015 05:34 |
| URI: | http://repository.upi.edu/id/eprint/13671 |
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