Model Kolaboratif Interaktif Readaloud untuk Mendukung Literasi Membaca di Sekolah Dasar
DOI:
https://doi.org/10.31949/jee.v6i4.7583Abstract
This study is based on the urgency in understanding of the text presented. The aim of this research is to produce a collaborative interactive read aloud learning model as an effort to create understanding of the text. The model applied includes: 1) Designing; 2) Forming; 3) Facilitating; 4) Evaluating. This research was carried out by adapting McKenny & Reeves through the stages of EDR development research procedures which include: 1) Problem Identification; 2)Design and Construction; 3) Evaluation and Reflection. Data collection techniques were carried out by interviews and observation. The research subjects involved teachers and students at SDN Karangsambung, Tasikmalaya City. The conclusions of this research indicate that the collaborative interactive read aloud model can be implemented in reading learning to support elementary school students' reading comprehension
Keywords:
collaborative, interactive readaloud, reading literacyDownloads
References
Amalia Yunia Rahmawati. (2020). Capaian Pembelajaran Bahasa Indonesia. July, 1–23
Amalia, E. R. (n.d.). Collaborative Learning : The Concepts and Practices in the Classroom. Cl.
Anshori, S. D & Damaianti,V.S. (2021). Literasi dan Pendidikan Literasi. Bandung. Simbiosa Rekatama Media
Ceyhan, S., & Yıldız, M. (2020). The effect of interactive reading aloud on student reading compre-hension, reading motivation and reading fluency*. International Electronic Journal of Elementary Education, 13(4), 421–431. https://doi.org/10.26822/iejee.2021.201
Dalman, (2014) keterampilan Membaca Jakarta. Raja Grafindo Persada.
Damaianti, V. S. (2021). Strategi Regulasi Diri dalam Peningkatan Motivasi Membaca. Deiksis: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 8(1), 52. https://doi.org/10.33603/dj.v8i1.4613.
Dirjen GTK Kemendikbudristek. (2022). Peraturan Nomor 0340/B/HK.01.03/2022 tentang Kerangka Kompetensi Literasi dan Numerasi bagi Guru Pada Sekolah Dasar.
Fauziah, M., Sulaeman, Y., Fauziah, Y., & Maizora, Y. (2023). Primary : Jurnal Pendidikan Guru Sekolah Dasar Volume 12 Nomor 2 April 2023 Improving Reading-Aloud Ability With a Constructivism Approach for Grade 2 Elementary Students Meningkatkan Kemampuan Membaca Nyaring Dengan Pendekatan Konstruktivisme Siswa Kelas. 12(April), 268–276.
Fisher, D., & Frey, N. (2008). Homework and the Gradual Release of Responsibility: Making “Responsibility” Possible. English Journal, 98(2), 40–45. http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/61971246?accountid=12598
Gunawan, D., Mustofa, B., & Wahyudin, D. (2022). Pengembangan Desain Pembelajaran Berbasis Verbal Linguistik Intelligence untuk Meningkatkan Keterampilan Berbahasa Peserta Didik. Jurnal Basicedu, 6(2), 2979–2993. https://doi.org/10.31004/basicedu.v6i2.2541
Halimatussakdiah, Suwandi, S., Sumarwati, & Wardhani, N. E. (2023). Utilization of Literacy Workshop to Improve Reading Ability of Elementary School Students. International Journal of Instruction, 16(1), 897–918. https://doi.org/10.29333/iji.2023.16150a
Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O’Donnell, A. M. (2013). The international handbook of collaborative learning. In The International Handbook of Collaborative Learning. https://doi.org/10.4324/9780203837290
John W. Creswell, T. C. G. (2019). Educational Research (Planning, Conducting, and Evaluating) Quantitative and Qualitative Research (Six Edition). Pearson.
Mäkinen, I. (2015). From literacy to love of reading: The fennomanian ideology of reading in the 19th-century Finland. Journal of Social History, 49(2), 287–299. https://doi.org/10.1093/jsh/shv039
Juhaeni, J., Agista Ifain, Asadine Silmi Kurniakova, Azmi Tahmidah, Dwi Nur Arifah, Siti Faridha Friatnawati, Safaruddin, S., & R. Nurhayati. (2022). Strategi Guru dalam Mengatasi Kesulitan Membaca pada Siswa Madrasah Ibtidaiyah. Journal of Instructional and Development Researches, 2(3), 126–134. https://doi.org/10.53621/jider.v2i3.74
Kementrian Pendidikan dan Kebudayaan. (2019). Indeks Aktivitas Literasi Membaca 34. Pusat Penelitian Kebijakan Pendidikan Dan Kebudayaan, Badan Penelitian Dan Pengembangan, Kementerian Pendidikan Dan Kebudayaan, 2, 124.
Kikas, E., Pakarinen, E., Soodla, P., Peets, K., & Lerkkanen, M. K. (2018). Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade. Scandinavian Journal of Educational Research, 62(6), 832–849. https://doi.org/10.1080/00313831.2017.1307272
Kecil, L. (2018). Pengertian Pendidikan Vokasi,. 1, 1–14. https://doi.org/10.13140/RG.2.2.25251.78880
Little, C. W., Hart, S. A., Quinn, J. M., Tucker-Drob, E. M., Taylor, J., & Schatschneider, C. (2017). Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study. Child Development, 88(3), 934–945. https://doi.org/10.1111/cdev.12670
Mahmudi, A. (2006). Pembelajaran Kolaboratif [Collaborative learning]. Pembelajaran Kolaboratif, 1–11. http://eprints.uny.ac.id/11996/1/PM - 57 Ali Mahmudi.pdf
Makebo, T. H., Bachore, M. M., & Ayele, Z. A. (2022). Investigating the Correlation Between Students’ Reading Fluency and Comprehension. Journal of Language Teaching and Research, 13(2), 229–242. https://doi.org/10.17507/jltr.1302.02
Mäkinen, I. (2015). From literacy to love of reading: The fennomanian ideology of reading in the 19th-century Finland. Journal of Social History, 49(2), 287–299. https://doi.org/10.1093/jsh/shv039
Meliyanti, M., & Aryanto, S. (2022). Upaya Pemerintah dalam Mendorong Kompetensi Literasi Guru melalui Program Beasiswa Microcredential di Teachers College Columbia University. Jurnal Pendidikan Tambusai, 6(3), 13840–13856. https://doi.org/10.31004/jptam.v6i3.4666
Medina Chávez, J. L. (2019). Whole Class Read Aloud. May, 68.
Nevo, E., Vaknin-Nusbaum, V., Brande, S., & Gambrell, L. (2020). Oral reading fluency, reading motivation and reading comprehension among second graders. Reading and Writing, 33(8), 1945–1970. https://doi.org/10.1007/s11145-020-10025-5
Norris, K. E. L. (2020). Using the Read-Aloud and Picture Books for Social Justice. Kappa Delta Pi Record, 56(4), 183–187. https://doi.org/10.1080/00228958.2020.1813521
Nurzaman, I., Gandana, G., & Wahidah, A. S. (2020). Model Pembelajaran Interactive Storytelling Berbasis Aplikasi Android Untuk Memfasilitasi Keterampilan Menyimak Anak Usia Dini. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 11(2), 134–140. https://doi.org/10.17509/cd.v11i2.28209
Nurzaman, I., Alia, D., Setiadi, P. M., Erlyna, L., Haerunisa, I., & Pendidikan Indonesia, U. (2023). Development of a Collaborative-Based Interactive Storytelling Model on Skills Speaking of Grade Iv Elementary School Students. Jurnal Cakrawala Pendas, 9(1), 180–189. http://dx.doi.org/10.31949/jcp.v9i1.3876
Nurlaila, Ratna. (2023). Kementrian Pendidikan dan Kebudayaan. Peningkatan Kompetensi Literasi Guru Dalam Menstimulus Kemampuan Berpikir Kritis Peserta Didik, Melalui Microcredential Literasi Bersama Teacher’s College Columbia University, Amerika Serikat. https://gurudikdas.kemdikbud.go.id .
OECD. (2017). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving (Revised Edition). In OECD Publishing.
Quinney, A. (2006). Collaborative social work practice. 153.
Saenz, L. F., Bermeo, J. A., Fernando, A., & Chaves, C. (2013). The role of collaborative work in the development of elementary students’ writing skills. Profile Issues in Teachers` Professional Development, 15(1), 11–25.
Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. The Reading Teacher, 61(5), 396–408. https://doi.org/10.1598/rt.61.5.4
Suggate, S. P., Schaughency, E. A., & Reese, E. (2013). Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly, 28(1), 33–48. https://doi.org/10.1016/j.ecresq.2012.04.004
Solihin et. al. (2019). Indeks Aktivitas Literasi Membaca 34. In Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan (Issue 2).
Spink, J., Cloney, D., & Berry, A. (n.d.). THE LEARNING GAP SERIES-ONE Beyond letters and numbers: the COVID-19 pandemic and foundational literacy and numeracy in Indonesia. http://www.inovasi.or.id
Suryaman, M. (2015). Analisis Hasil Belajar Peserta Didik Dalam Literasi Membaca Melalui Studi Internasional (Pirls) 2011. Litera, 14(1). https://doi.org/10.21831/ltr.v14i1.4416
Stahl, S. (n.d.). National Reading Panel Report (US),N.R.P., Health,N.I. of., C&(US),H.D. Teaching Chidren to Read.
Tampubolon. (2015). Kemampuan Membaca (Teknik Membaca Efektif dan Efisien). Bandung. Angkasa
Tjalla, A. (2010). Potret Mutu Pendidikan Indonesia Ditinjau dari Hasil-Hail Studi Internasional. Seminar Nasional FKIP-UT, 3, 1–22. http://pustaka.ut.ac.id/pdfartikel/TIG601.pdf
Valentine, K. D., & Kopcha, T. J. (2013). Conducting educational design research. In Educational Media International (Vol. 50, Issue 3). https://doi.org/10.1080/09523987.2013.843832
Watkins, V. (2020). Reading collaborative reading partnerships in a school community. Changing English: Studies in Culture and Education, 27(1), 15–33. https://doi.org/10.1080/1358684X.2019.1682966
Yulianeta, Damaianti, V. S., Amandangi, D. P., & Rahesi, I. D. (2020). Read aloud training module research and development to improve literacy. Advances in Social Science, Education and Humanities Research, 509(Icollite).