INQUIRING INTO BALANCED LITERACY APPROACH IN TEACHING READING FOR YOUNG LEARNERS

Ni Kadek Heny Sayukti, - (2019) INQUIRING INTO BALANCED LITERACY APPROACH IN TEACHING READING FOR YOUNG LEARNERS. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Balanced literacy (literasi berimbang) adalah sebuah landasan filosofis yang memunculkan praktik membaca literatur otentik untuk kesenangan dan pembelajaran tentang unsur sastra teks menggunakan berbagai kegiatan dengan tingkat dukungan guru dan kontrol siswa. Studi kasus kualitatif ini bertujuan untuk mendeskripsikan penerapan balanced literacy oleh seorang guru Bahasa Inggris dari pendekatan keaksaraan yang seimbang dalam pengajaran membaca Bahasa Inggris untuk pembelajar muda, khususnya untuk siswa kelas lima di sebuah sekolah dasar swasta di Bali Utara, Indonesia. Desain penelitian studi kasus eksploratif digunakan untuk memperoleh data dari observasi kelas, dokumen-dokumen guru, dan wawancara. Mengikuti kerangka balanced literacy oleh Fountas dan Pinnell (2016), analisis data dilakukan menggunakan model analisis data interaktif termasuk empat langkah yaitu pengumpulan data, reduksi data, tampilan data, dan penarikan kesimpulan dan verifikasi. Menyangkut Gerakan Literasi Sekolah dari kurikulum nasional yang berlaku, temuan mengungkapkan bahwa guru mempromosikan beberapa kegiatan, seperti agenda membaca untuk menjaga kebiasaan membaca siswa, novel study (membaca novel) dan membaca terbimbing, membaca nyaring interaktif, membaca independen, praktik ejaan, dan minilesson terfokus. Kegiatan tersebut mendukung siswa untuk secara mandiri memilih buku atau teks sendiri, membuat tanggapan dari teks bacaan, dan terus mempertahankan kebiasaan membaca. Singkatnya, strategi yang digunakan selama latihan di kelas menunjukkan bahwa balanced literacy perlu digabung dengan rutinitas dan praktik yang konsisten. ;--- Balanced literacy is a philosophical framework which embarks the practice of reading authentic literature for enjoyment and learning about literary element of text using various activities with teacher’s level of supports and student control. This qualitative case study aims at describing an English teacher’s implementation of balanced literacy approach in teaching reading of English to young learners, especially to fifth grade students in a private elementary school in North Bali, Indonesia. Exploratory case study design was employed to obtain data from classroom observations, teacher’s documents, and interviews. Following the framework of balanced literacy by Fountas and Pinnell (2016), the analysis was done using interactive data analysis model including four steps namely data collection, data reduction, data display, and drawing conclusion and verification. Due to its relevant to Gerakan Literasi Sekolah (School Literacy Movement) of the national curriculum, the findings revealed that the teacher promoted several activities, such as a home reading log to maintain student's reading habit, novel study and guided reading practice, interactive read aloud, independent reading practice, spelling practice, and focused minilesson. The activities supported students to independently choose books or text by themselves, make a response of the reading text, and continue to maintain reading habit. To sum up, the strategies used during the classroom practice indicate that balanced literacy need to be immersed with routines and consistent practice.

Item Type: Thesis (S2)
Additional Information: T_B.ING_1605621_NIK i-2019 ; Pembimbing : I Wahyu Sundayano, II Gin Gin Gusfine Nim : 1605621 .
Uncontrolled Keywords: balanced literacy, membaca mandiri, mengajar membaca, pembelajar muda ; balanced literacy, independent reading, teaching reading, young learner
Subjects: P Language and Literature > PE English
Divisions: Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris
Depositing User: Ryan Taufiq Qurrohman
Date Deposited: 13 Feb 2020 01:32
Last Modified: 13 Feb 2020 01:32
URI: http://repository.upi.edu/id/eprint/46429

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