PENERAPAN METODE MEMBACA TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN SISWA KELAS III SEKOLAH DASAR

Laeli Fitriyanti, - (2019) PENERAPAN METODE MEMBACA TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN SISWA KELAS III SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya keterampilan membaca pemahaman karena ketidaktepatan penerapan metode/model pembelajaran oleh guru. Guru lebih sering menerapkan kegiatan membaca mandiri, sehingga siswa sulit memahami isi bacaan. Hal tersebut dilihat dari belum tercapainya beberapa indikator membaca pemahaman. Metode membaca terbimbing dipilih sebagai solusi untuk meningkatkan keterampilan membaca pemahaman siswa Tujuan penelitian ini adalah mendeskripsikan RPP dengan metode membaca terbimbing untuk meningkatkan keterampilan membaca pemahaman siswa di kelas III Sekolah Dasar, mendeskripsikan pelaksanaan pembelajaran dengan menerapkan metode membaca terbimbing untuk meningkatkan keterampilan membaca pemahaman siswa di kelas III SD, mendeskripsikan peningkatan keterampilan membaca pemahaman siswa kelas III SD setelah menggunakan metode membaca terbimbing. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) dengan menggunakan model Kemmis dan Taggart yang dilaksanakan dalam dua siklus. Seiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian ini dilaksanakan di kelas III B salah satu SD di Kota Bandung, dengan jumlah 25 siswa. keterampilan membaca pemahaman setiap siklus mengalami peningkatan. Hal ini terlihat dari peningkatan hasil keterampilan membaca pemahaman siswa dari siklus 1 sebesar 60% siswa lulus KKM, dan meningkat pada siklus II sebanyak 88% siswa. Simpulan dari penelitian ini yaitu keterampilan membaca pemahaman siswa meningkat setelah dilakukan pembelajaran dengan menerapkan metode membaca pemahaman. Kata Kunci: Keterampilan membaca, peningkatan, membaca terbimbing. ------  Abstract: This research is motivated by the low reading comprehension skills due to the inaccuracy of the application of the learning method / model by the teacher. Teachers more often implement independent reading activities, so students find it difficult to understand the contents of the reading. This can be seen from the lack of achievement of several reading comprehension indicators. The guided reading method was chosen as a solution to improve students' reading skills. The purpose of this study was to describe RPP with guided reading methods to improve students' reading comprehension skills in Elementary School class III, describing the implementation of learning by applying guided reading methods to improve students' reading comprehension skills in class III Elementary School, describing an improvement in reading comprehension skills of third grade students after using the guided reading method. The research method used was classroom action research (CAR) using the Kemmis and Taggart model which was carried out in two cycles. Each cycle consists of planning, implementation, observation, and reflection. This research was conducted in class III B, one of the elementary schools in Bandung, with a total of 25 students. reading comprehension skills increase each cycle. This can be seen from the increase in the reading comprehension skills of students from the first cycle of 60% of students passing the KKM, and increasing in the second cycle as much as 88% of students. The conclusion of this study is that students' reading comprehension skills increase after learning by applying comprehension reading methods Key Word: Reading Skill, Improving, Guide Reading

Item Type: Tugas Akhir,Skripsi,Tesis,Disertasi (S1)
Uncontrolled Keywords: Keterampilan membaca, peningkatan, membaca terbimbing
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User: Laeli Fitriyanti
Date Deposited: 05 Jun 2020 06:22
Last Modified: 05 Jun 2020 06:22
URI: http://repository.upi.edu/id/eprint/39705

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