Hana Mumtazia Nurhaq, - (2019) MODEL INSTRUKSI EKSPLISIT DALAM PELATIHAN KESADARAN FONOLOGIS UNTUK PERSIAPAN MEMBACA PERMULAAN SISWA BERKESULITAN MEMBACA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh hasil penelitian yang menyebutkan bahwa kesadaran fonologis telah lama disebut sebagai prediktor utama untuk menunjang kemampuan membaca permulaan. Kesadaran fonologis yang tidak memadai dapat menjadi penyebab bagi kesulitan membaca. Kesadaran fonologis perlu dilatihkan bagi siswa berkesulitan membaca agar kesulitannya dapat teratasi. Dalam pelaksanaannya, pelatihan kesadaran fonologis perlu diterapkan melalui model pembelajaran yang sesuai. Model instruksi eksplisit adalah salah satu alternatif model yang sesuai untuk diterapkan dalam pelatihan tersebut. Metode yang digunakan dalam penelitian ini adalah eksperimen subjek tunggal dengan desain A-B-A. Subjek dalam penelitian ini adalah seorang anak berkesulitan membaca yang duduk di kelas 3 SD. Data yang ada dalam penelitian ini diperoleh melalui wawancara, tes, observasi, dan dokumentasi. Tujuan penelitian ini adalah untuk beroleh gambaran tentang (1) profil pelatihan kesadaran fonologis yang biasa dilakukan guru, (2) kesadaran fonologis anak berkesulitan membaca pada baseline-A1, (3) proses pelaksanaan pemberian perlakuan pada intervensi-B, (4) kesadaran fonologis anak berkesulitan membaca pada intervensi-B, (5) kesadaran fonologis anak berkesulitan membaca pada baseline-A2, (6) ada atau tidaknya peningkatan kesadaran fonologis pada baseline-A1 dan baseline-A2, dan (7) ada atau tidaknya data overlap pada baseline-A1 dan baseline-A2. Hasil dalam penelitian ini adalah adanya peningkatan nilai rata-rata dari kondisi baseline-A1, intervensi-B, dan baseline-A2, yaitu 17,85 pada baseline-A1; 71, 25 pada intervensi-B; dan 93,75 pada baseline-A2. Selain itu, didapatkan pula tidak adanya data overlap pada setiap kondisi. Penerapan model instruksi eksplisit dalam pelatihan kesadaran fonologis dapat meningkatkan kesadaran fonologis siswa berkesulitan membaca. Kata Kunci: kesadaran fonologis, membaca permulaan, model instruksi eksplisit, siswa berkesulitan membaca This research was motivated by the previous research which stated that phonological awareness was the main predictor to support early reading skills. Inadequate phonological awareness can be a cause for reading difficulty. Phonological awareness has to be taught to the students with reading difficulty so the difficulties can be solved. In its implementation, phonological awareness training has to be implemented through the appropriate learning model. The explicit instruction model is a suitable alternative model that to be applied in the training. This research used a single subject experiment with A-B-A design. The participant in this research was a third grade student of elementary school with reading difficulty. The data collections were obtained through interviews, tests, observations, and documentation. The research was aimed to obtain a view of (1) the profile of phonological awareness training commonly performed by the teachers, (2) phonological awareness of students with reading difficulty on baseline-A1, (3) the process of administering B-intervention, (4) phonological awareness of students with reading difficulty on B-interventions, (5) phonological awareness of students with reading difficulty in baseline-A2, (6) the presence or absence of increased phonological awareness at baseline-A1 and baseline-A2, and (7) the presence or absence of data overlapping at baseline-A1 and baseline-A2. The results in this research showed an increase in the mean value of baseline-A1, intervention-B, and baseline-A2 conditions, which was 17,85 at baseline-A1; 71, 25 in B-intervention; and 93,75 on A2-baseline. In addition, there is also the absence of data overlapping in each condition. The use of explicit instruction model in phonological awareness training could increase phonological awareness of students with reading difficulty. Keywords: phonological awareness, early reading, explicit instruction model, students with reading difficulty
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil: S IND HAN m-2019 ; Pembimbing: I. Yeti Mulyati, II. Rosita Rahma ; NIM: 1500799 |
| Uncontrolled Keywords: | kesadaran fonologis, membaca permulaan, model instruksi eksplisit, siswa berkesulitan membaca |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > PN Literature (General) |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa dan Sastra Indonesia > Program Studi Pendidikan Bahasa dan Sastra Indonesia |
| Depositing User: | Hana Mumtazia Nurhaq |
| Date Deposited: | 18 Nov 2019 01:58 |
| Last Modified: | 18 Nov 2019 01:58 |
| URI: | http://repository.upi.edu/id/eprint/37851 |
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