Penerapan Model Multiliterasi Untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar

Susilo, Sigit Vebrianto; Garnisya, Gita Risda

doi:10.31949/jcp.v4i2.1128

Cited by 11 publications

(15 citation statements)

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“…According to [7,21,24,25,26,27,28], the main reason why the multiliteracies pedagogy gives positive impacts on the students' ability is due to the special treatment received by students in the multiliteracies classroom. Students applied the novel way of a pedagogical method called the multiliteracies.…”

Section: B Discussionmentioning

confidence: 99%

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The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

Merizawati¹

2020

Proceedings of the International Conference on English Language Teaching (ICONELT 2019)

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Due to the students' low abilities and difficulties in understanding sentence constructions in English, a new pedagogical approach is required to better assist students to identify the English sentence formation. This study aims at finding out the effectiveness of the multiliteracies approach to teaching the sentence structure of English through argumentative essays. The data were collected from 32 third-year college students taking two Morphology-Syntax classes in the State Islamic Institute of Bengkulu (IAIN Bengkulu). The participants were non-random or purposive students in the class of C and D who obtained the final result of the final exam that was not more than 70. The participants were divided into two groups: the control group and the experimental group. Participants in the control group were taught by using the traditional literacy pedagogy; meanwhile, participants in the experimental group achieved the treatment of the use of the multiliteracies pedagogy. In this essay, the analysis method used the one-way Analysis of Variance (ANOVA). The results of the study showed that the Probability Value (P-Value) of the pre-test score of the English sentence structure was 0.940, and the P-Value of the pre-test score of the argumentative essays was 0.909, so the null hypothesis (H0) of the two treatments was accepted, which means that there were no statistically significant difference of pre-test scores between the control group and the experimental group. Meanwhile, the P-Value of the post-test score of the sentence constructions was 0.000 and the P-Value of the post-test score of the essays was 0.020; so that the alternative hypothesis (H1) was accepted, which means that there was a major difference of posttest scores between the control group and the experimental group. This study proves that the multiliteracies pedagogy obtains better results in comprehending the English sentence constructions towards argumentative essays. Consequently, this research provides strong evidence to promoting multiliteracies through the English language teaching.

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Section: B Discussionmentioning

confidence: 99%

“…Besides, [7,21,24,25,26,27,28] also stated that the multiliteracies pedagogy will not work well if there is no a good collaboration between students and teachers. The teachers play an important role for the success of the multiliteracies practices.…”

Section: B Discussionmentioning

confidence: 99%

The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

Merizawati¹

2020

Proceedings of the International Conference on English Language Teaching (ICONELT 2019)

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“…Selama ini metode pembelajaran membaca yang diterapkan guru masih yang bersifat konvensional dan kurang memanfaatkan media yang menarik. (Susilo & Garnisya, 2018) Guru cenderung mengajarkan siswa membaca langsung dengan menggunakan buku, walaupun buku yang digunakan juga sesuai tahap kemampuan siswa, namun belajar membaca langsung dengan buku terkesan lebih serius, sehingga akan menimbulkan rasa tertekan pada bebarapa siswa. Suasana berbeda akan terlihat jika guru menggunakan media Salah satu media menarik yang bisa digunakan untuk pembelajaran membaca permulaan adalah media kartu bergambar.…”

Section: Pendahuluanunclassified

Peningkatan Kemampuan Membaca Siswa Kelas 1 Dengan Menggunakan Permainan Kartu Huruf Bergambar Pada Pelajaran Bahasa Indonesia di MIN Kota Jambi

Zianidar¹

2021

basicedu

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Tujuan yang hendak dicapai dalam penelitian ini adalah: Untuk meningkatkan Kemampuan Membaca Siswa Kelas 1 Dengan Menggunakan Permainan Kartu Huruf Bergambar Pada Pelajaran Indonesia di MIN Kota Jambi. Jenis penelitian adalah Penelitian Tidakan Kelas yang menggunakan metode pre eksperiment dengan desain penelitian one group pre test-post test design. Subjek penelitian ini adalah siswa kelas 1 MIN Kota Jambi subjek yang diteliti adalah siswa kelas 1 MIN Kota Jambi, jumlah siswa dengan komposisi 13 orang siswa laki-laki, 21 orang siswa perempuan dengan demikian sabjek penelitian 34 orang siswa. Hasil analisis data hasil Penerapan pendekatan belajar menggunakan permainan kartu huruf pada siswa kelas I MIN Kota Jambi. semester Ganjil pada tahun pelajaran 2020/2021 dengan adanya perbaikan yang terus dilakukan pada setiap siklusnya dapat meningkatkan aktivitas dan hasil belajar siswa. Rata-rata nilai siswa senantiasa mengalami peningkatan setiap siklusnya, yaitu dari 50,00% pada siklus I, naik menjadi 70,60% pada siklus II dan pada siklus III menjadi 88,23%.

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“…Multiliteracy concept blows up in education segmentation because people are not only write and read, but also do the specific aims such as read the society, culture, and politics as the globalization order [1]. Multiliteracy can help learners not only read but also to understand [2]. Learner should understand between one and other concept by a kind of meaningful learning by doing various activities [3].…”

Section: 11mentioning

confidence: 99%

“…This shows that workshop can be applied as kinds of multiliteracy. Multiliteracy in workshop makes the participants to be understand about the material explained by the presenters [2]. The contests covers three categories: MUA, designer, and model.…”

Section: Workhop 45mentioning

confidence: 99%

How to Teach Make Up for The Beginner in ATMAISWARI

Sakti

Yugafiati

Karyono³

et al. 2019

Int. J. Sci. Appl. Sci.: Conf. Ser.

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The article aims to discuss about how to teach make up for the beginner through an organized event. The researcher explains about step by step to make a great event such as AISMAWARI. The research is descriptive qualitative. The researcher describes the study briefly. The researcher posts and analizes, and explains the pictures briefly from pre-event, the main event, and the post event. The research reveals the phenomenon that collaboration is needed to make a big events. It also collaborates with a hundred of make up artists, a hundred of designers, and a hundred of models. It involves many supporters. It is held at Atrium Istana Plaza Bandung, in Pasir Kaliki Street no. 121-123. The due date is March 8th, 2019. It related to the primary education pedagogy. It is because the researcher tries to teach the beginner although it is covered by multiliteracy and multiagendas in a big events. The goal is to ask the participants or beginners to think in higher level. The researcher wants to educate the beginner not only to hear the material, but also do the action. As it is believed, practices make perfect.

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Penerapan Model Multiliterasi Untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar

Cited by 11 publications

References 0 publications

The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

Peningkatan Kemampuan Membaca Siswa Kelas 1 Dengan Menggunakan Permainan Kartu Huruf Bergambar Pada Pelajaran Bahasa Indonesia di MIN Kota Jambi

How to Teach Make Up for The Beginner in ATMAISWARI

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